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A Report on the Humanities in Higher Education Walter Lippmann, One reason I want to make the gift was to remind young people that the liberal arts are still the traditional highway to great thinking and the organization of a life.
James Michener, appearing on the Sept. Foreward In March I invited 31 prominent teachers, scholars, administrators, and authorities on higher education to join a Study Group on the State of Learning in the Humanities in Higher Education. The study group held three public meetings during the spring and summer to seek answers to three questions: What is the condition of learning in humanities; why is it as it is; and what, if anything, should be done about it?
Our discussion centered on the teaching and learning of the humanities at the baccalaureate level, but we also considered how secondary and graduate education have affected undergraduate education and been affected by it.
The study group was charged with assessing only the state of the humanities, not that of other subjects taught at the college level or higher education generally.
That this report does not discuss these other subjects -- notably mathematics, the sciences, and social sciences -- is in no way a commentary on their importance. They, too, are essential to an educated person but lie outside the mandate of our group. They included presidents, vice presidents, deans, and professors, as well as officials of educational and scholarly associations, a journalist, a foundation officer, and a school principal.
They were, in sum, as diverse as the enterprise of education itself.
As one would expect from such a heterogeneous group of capable, experienced individuals, there was often lively discussion, sometimes debate. Despite our different backgrounds and perspectives, however, we found common ground on a number of important points.
Detailed descriptions of graduation requirements at 15 colleges and universities representative of a diversity of institutions. Reports prepared by study group members on the humanities in secondary education, two-year colleges, and graduate schools.
Papers written by individual members of the study group recommending ways to improve teaching and learning in the humanities.
Data from several national studies and surveys pertaining to undergraduate education and to the humanities in general. In this report I offer my assessment, based on these meetings, of the state of learning in the humanities in higher education.
Although the report is informed to no small degree by the work of the study group, the responsibility for authorship belongs to me.
Members of the group were shown a draft of the report and asked to comment on it. The study group was convened at this particular moment because the time is right for constructive reform of American education. Over the past two years, most of the national attention has been directed to elementary and secondary education.
This scrutiny, epitomized by the National Commission on Excellence in Education, has contributed to a number of long overdue changes, with state and local governments leading the way. This situation should and will change.
This report has five sections. The first, "Why study the humanities?
The second section, "How should the humanities be taught and learned? The fourth section, "The challenge to academic leadership," discusses the role of college presidents and other academic officials in strengthening the place of the humanities. The fifth and final section offers some thoughts on how colleges and universities might do a better job in transmitting the accumulated wisdom of our civilization.Emory University / Assistant Professor, Catholic Studies.
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Start your course today! Mpala facilitates and exemplifies sustainable human-wildlife co-existence and the advancement of human livelihoods and quality of life.
We do this through education, outreach, and by developing science-based solutions to guide conservation actions for the benefit of nature and human welfare.
Mpala facilitates and exemplifies sustainable human-wildlife co-existence and the advancement of human livelihoods and quality of life. We do this through education, outreach, and by developing science-based solutions to guide conservation actions for the benefit of nature and human welfare.
This article is a reply by the author to a response to his article about "The Quality Time Program". Many of the responses saw the program, which involved teachers 'buddying' with students experiencing behavioural problems, as yet another imposition on teachers' time.
The Importance of Outdoor Play for Children Excerpted from Play, Development, and Early Education by Johnson, Christie and Wardle.